Transcript Engaging Students on Virtual Global Leadership Teams

Aloha!
Engaging Students on Virtual
Global Leadership Teams
Sandi Deacon Carr, Ph.D.
Yoo Jin Chung, Ed.D.
OB460: The Leadership Challenge
 SMG Leadership Course
 Course design - Engagement Model
 Looking to challenge students
– Build leadership capabilities
– Expand global interactions and diversity
– Utilize technology in innovative ways
An Engagement Model of Learning
1. Prepare
•Gain foundational knowledge,
information and ideas
•Plan inquiry and generate insights
•Learn how to learn cognitively,
experientially, visually, through
relationships, dialogue, etc. and integrate
into a total learning experience
3. Integrate & Improve
•Reflect & Assess in
order to improve
•Integrate, synthesize
and be open to
changing how we think,
feel and act
•Continuously validate
by applying new
knowledge, feelings,
and actions
2. Extend/Apply
•Probe and inquire
•Think critically,
creatively
•Analyze and synthesize
•Apply knowledge in
meaningful contexts
•Practice new behaviors
•Build new skills
What We Did
Leadership Challenge
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20 students
Seniors and Juniors
SMG majors or minors
Traditional age
Leadership & Management
– 20 students
– Seniors and Juniors
– From diverse backgrounds,
cultures, experiences
Virtual Team
Leadership Training Module Project
The Project
 Select a leadership or management topic
 Design and execute a Training Module
– 20 minutes to deliver
– Must have research support
– Must include an interactive component
– Delivered simultaneously to both classrooms
via video conference
– Evaluate your work
Five Practices of Exemplary
Leadership
1. Modeling the Way
– Setting the Example
– Achieving Small Wins
2. Inspiring a Shared Vision
– Envisioning the Future
– Enlisting Others
3. Challenging the Process
– Searching for Challenging
Opportunities
– Experimenting & Taking Risks
4. Enabling Others To Act
– Fostering Collaboration
– Strengthening Others
5. Encouraging The Heart
– Recognizing Individual
Contributions
– Celebrating Team
Accomplishments
Getting the Teams Started
 Used Google+ platform
– No cost to students
– Can create “communities” easily
– Able to write, comment, post photos, videos, and
video conference
 Virtual Team building Activities
– 5 different activities over 2-3 week period
– Designed to:
• Facilitate introductions (posting/commenting, video uploads)
• Use different features of the technology tool
• Start the brainstorming on the project ideas
Google+ Team Building Activities
Google+ Team Building Activities
Challenges
 Time difference – 5 hours
 Asynchronous work
 Technology – differences in familiarity
and use of technology tools
 Diversity
 Initiative
Resolving the Challenges
 Time difference – negotiating virtual meeting
times, deadlines, etc.
 Asynchronous work – building trust, finding
better ways to communicate (post v. video)
 Technology – many moved from google+ to
Facebook for better communication
 Diversity – learning to work with others who
have different priorities, work styles, etc. and
doing so without ever meeting in person
 Initiative – they had to be creative, take initiative
Improving Communication through Videos
Lessons Learned - Students
Lessons Learned - Faculty
Logistical Perspectives
• Keeping the lines of communication open with students.
• Intricate coordination with partnered faculty,
coordinators, and students.
• Extra planning time to ensure smooth delivery of
technology-driven presentations.
Pedagogical Perspectives
• Allowing students to make mistakes and encouraging
them to learn from them.
• Keeping emphasis on process and leadership!
Next Steps
• Fine-tune Technology: Make the virtual
communication/meeting tools more user-friendly in
classrooms.
• Foster Collaboration: Cross-departmental/school
collaboration can contribute to increase diversity in virtual
team experience.
• Broaden Partnership: The virtual team initiative can not
only be applied to broaden partnerships with universities
abroad but also to build innovative collaboration with
industry.
Questions?